Our Art and Design curriculum philosophy is to devise a path of study that explores and investigates key concepts and ideas, building on prior knowledge whilst introducing students to new artistic media and processes. They will be taught the formal elements of art and be able to apply them on their own visual journey. The aim of our curriculum is to empower students visually by enhancing and developing their skills in art and enabling them to access a broader range of ideas and potential artistic approaches, styles and outcomes.
At Key Stage 3, our Art curriculum guided by the IB Middle Years Programme (MYP) aims to cultivate curious, reflective, and internationally minded young artists. Through concept-driven, inquiry-based learning, students explore visual communication as a powerful tool to express identity, challenge perceptions, and engage with the world around them.
Form influences how ideas are expressed and reflects the ways reality is socially constructed.
Unit Assessment/Objectives
Investigating
(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.
(2) Describe an artwork or performance from the chosen movement or genre.
Developing
(1) Practically explore ideas to inform development of a final artwork or performance.
(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry
Approaches to
In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.
Form influences how ideas are expressed and reflects the ways reality is socially constructed.
Unit Assessment/Objectives
Creating
Create or perform an artwork
Evaluating
(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.
Approaches to
In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.
Virtual environments influence how time, place, and space shape narratives
Unit Assessment/Objectives
Investigating
(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.
(2) Describe an artwork or performance from the chosen movement or genre.
Developing
(1) Practically explore ideas to inform development of a final artwork or performance.
(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry
Approaches to
In order for students to appraise their own artwork or performance (Di), they will need to make unexpected or unusual connections between objects and/or ideas.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for a digital surrealist project using Photopea by analysing how artists like Nicholas Lampert create unexpected visual juxtapositions.
They will then apply these principles to construct their own surreal narratives, thoughtfully combining a diverse range of primary and secondary imagery to generate unusual and thought-provoking connections.
Virtual environments influence how time, place, and space shape narratives
Unit Assessment/Objectives
Creating
Create or perform an artwork
Evaluating
(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.
Approaches to
In order for students to appraise their own artwork or performance (Di), they will need to make unexpected or unusual connections between objects and/or ideas.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for a digital surrealist project using Photopea by analysing how artists like Nicholas Lampert create unexpected visual juxtapositions.
They will then apply these principles to construct their own surreal narratives, thoughtfully combining a diverse range of primary and secondary imagery to generate unusual and thought-provoking connections.
Creativity often grows through play as students explore opportunity, risk, and consequences.
Unit Assessment/Objectives
Investigating
(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.
(2) Describe an artwork or performance from the chosen movement or genre.
Developing
(1) Practically explore ideas to inform development of a final artwork or performance.
(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry
Approaches to
In order for students to present clear artistic intention for the final artwork or performance in line with the statement of inquiry (Bii), they will need to help others to succeed.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for an art clay project by first researching and documenting various metal textures and finishes, then sharing their findings and offering constructive feedback on sculptural forms that successfully mimic these qualities.
This collaborative approach helps each student refine their illusionary clay sculptures and present a clear artistic intention aligned with the statement of inquiry.
Creativity often grows through play as students explore opportunity, risk, and consequences.
Unit Assessment/Objectives
Creating
Create or perform an artwork
Evaluating
(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.
Approaches to
In order for students to present clear artistic intention for the final artwork or performance in line with the statement of inquiry (Bii), they will need to help others to succeed.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice skill strategies for an art clay project by first researching and documenting various metal textures and finishes, then sharing their findings and offering constructive feedback on sculptural forms that successfully mimic these qualities.
This collaborative approach helps each student refine their illusionary clay sculptures and present a clear artistic intention aligned with the statement of inquiry.
Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.
Unit/Assessment Objectives
Investigating
(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.
(2) Describe an artwork or performance from the chosen movement or genre.
Developing
(1) Practically explore ideas to inform development of a final artwork or performance.
(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry
Approaches To
Critical Thinking: Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.
Unit/Assessment Objectives
Creating
Create or perform an artwork
Evaluating
(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.
Approaches To
Critical Thinking: Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
Form influences how ideas are expressed and reflects the ways reality is socially constructed.
Unit/Assessment Objectives
Investigating
(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.
(2) Describe an artwork or performance from the chosen movement or genre.
Developing
(1) Practically explore ideas to inform development of a final artwork or performance.
(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.
Approaches To
In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.
Form influences how ideas are expressed and reflects the ways reality is socially constructed.
Unit/Assessment Objectives
Creating
Create or perform an artwork
Evaluating
(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.
Approaches To
In order for students to practically explore ideas to inform development of a final artwork or performance (Bi), they will need to depict visual information logically.
Explicitly taught and practiced skill strategies: Students will explicitly learn and practice communication through (visual) language by exploring artistic deconstruction, then engaging in collages, developing tonal drawing skills for form and light, and finally synthesising these approaches through relief printing.
Architectural forms can represent identity and resilience, reflecting how communities innovate and adapt to their environments within the pressures of urbanization and inequality.
Unit/Assessment Objectives
Investigating
(1) Investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry.
(2) Describe an artwork or performance from the chosen movement or genre.
Developing
(1) Practically explore ideas to inform development of a final artwork or performance.
(2) Present clear artistic intention for the final artwork or performance in line with the statement of inquiry.
Approaches To
Collaboration Skills
Participating in group critiques and collaborative planning (optional group projects)
Architectural forms can represent identity and resilience, reflecting how communities innovate and adapt to their environments within the pressures of urbanization and inequality.
Unit/Assessment Objectives
Creating
Create or perform an artwork
Evaluating
(1) Appraise their own artwork or performance.
(2) Reflect on their own development as an artist.
Approaches To
Collaboration Skills
Participating in group critiques and collaborative planning (optional group projects)
Our Art and Design curriculum philosophy is to devise a path of study that explores and investigates key concepts and ideas, building on prior knowledge whilst introducing students to new artistic media and processes. They will be taught the formal elements of art and be able to apply them on their own visual journey. The aim of our curriculum is to empower students visually by enhancing and developing their skills in art and enabling them to access a broader range of ideas and potential artistic approaches, styles and outcomes.
The representation of the human body in art reflects our identity, emotions, and perceptions, influenced by anatomical understanding and cultural context.
Approaches to Learning
Communication Skills:
Interpret and present ideas visually and orally.
The representation of the human body in art reflects our identity, emotions, and perceptions, influenced by anatomical understanding and cultural context.
Approaches to Learning
Communication Skills:
Interpret and present ideas visually and orally.
The representation of the human body in art reflects our identity, emotions, and perceptions, influenced by anatomical understanding and cultural context.
Approaches to Learning
Communication Skills:
Interpret and present ideas visually and orally.
Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.
Approaches to Learning
Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.
Approaches to Learning
Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
Artists use visual expression to communicate personal and collective experiences of war and conflict, shaping how societies understand and remember history.
Approaches to Learning
Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
Form influences how ideas are expressed and reflects the ways reality is socially constructed.
Approaches to learning
Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
Form influences how ideas are expressed and reflects the ways reality is socially constructed.
Approaches to learning
Critical Thinking:
Analyze how artistic choices reflect emotion, opinion, and political stance.
Explore different perspectives and interpretations of conflict in art.
